Also the article that Alix posted a while back on
brain research. Gardner's MI Theory supports use of
I know that my research proved to me that videos were
better than the Internet in getting across content.
Maybe someone out there wants to do research
specifically for art videos? Brain based studies have
shown videos to be effective. For me? It was less I
had to memorize. I had a good video for every unit I
taught (one I could borrow - from my own collection -
of from the school). I had no need to lecture -
students and I interacted with the videos.
That being said...Here are the tips Pam Stephens
posted a while back on use of video in the classroom:
Here is an outline (summarized from Danny Henley of
KERA -the Dallas PBS affiliate):
Top 5 Reasons Not to Use Videos in Class
1. I'm in survival mode and need a filler NOW.
2. I need to finish grading papers.
3. Report cards go home tomorrow.
4. We had a test yesterday.
5. It's Friday (or the last week of school, or it's
almost Christmas, etc.)
Top 6 Reason to Use Videos in Class
1. Expand student experiences beyond the classroom
2. Address different learning styles
3. Informs curriculum with real-world tie ins
4. Enhances understanding and retention
5. Encourages student participation
6. Engages and motivates
Strategies for Using Videos in Class
1. Leave the lights on.
2. Always provide a list of key questions that are
posed BEFORE the viewing and answered afterwords.
3. Use only relevant segments of the video.
4. Be an active participant (do not read, grade
5. Have post-viewing activities planned.
After implementing the strategies in my own classroom,
I have found that students are more attentive to the
content of the video. I have used the Linnea video in
my classroom with great success because I gave the
kids background information and then used only those
segments relevant to the
study of Monet's ideas and processes. The slower pace
of this video lends itself to showing segments.
Back to Judy: I personally did not use "how to" videos
with students. I just used videos for
historical/background information (and did my own "how
to")- to see how the artists/culture gets ideas,
purposes - etc. I did purchase a couple "How to"
ceramics videos for high school - but found they used
materials I often did not have available for my
students - or showed projects we were not doing. I
think I only used them once in four years (grin - for
reason number 1 under when NOT to show a video - also
as sub lesson). I know there are some excellent how to
videos out there. Get your librarian to let you
preview them as soon as they come in so you can return
them if not suited to your program. Most companies
have a 30 day limit.
My students did prefer videos over my
"Art-in-the-dark" slides presentations. But they
preferred Internet over video. My research showed they
got more answers right from the video worksheets over
Internet worksheets. Kiddies don't always like to read
the pages online (they don't get the words that go
with the pictures then). My research was done with
middle school kids.
Note - if you want to make a copy of only the portions
of a video you want to show, you MUST get permission.
My school administrator encouraged us to violate
copyright and make copies (I don't know if they still
have that same philosophy)... I preferred to just fast
forward. One company I did contact would not grant
permission to make a copy - so I returned the video.